Geometria espacial em livros didáticos de matemática: um olhar para a resolução de problemas
Ano de defesa: | 2024 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Brasil Educação UFSM Programa de Pós-Graduação em Educação Matemática e Ensino de Física Centro de Ciências Naturais e Exatas |
Programa de Pós-Graduação: |
Não Informado pela instituição
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Departamento: |
Não Informado pela instituição
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País: |
Não Informado pela instituição
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Palavras-chave em Português: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/33479 |
Resumo: | This work emerged from concerns regarding undergraduate internships, as well as research into course completion work and interventions from the Capes programs: Pibid and Residência Pedagógica experienced by the author. In this context, the research aims to analyze Mathematics textbooks, approved by the Plano Nacional do Livro e do Material Didático (PNLD/2020) for High School, regarding the concepts of Spatial Geometry, as well as verifying whether the proposed activities follow the methodological perspective of Teaching-Learning-Assessment through Problem Solving. The methodology chosen to carry out the research is qualitative in the form of bibliographic analysis. The selection of textbooks took into account the textbook choice data from schools in the municipality of Caçapava do Sul – RS. Considering Spatial Geometry, the analysis of the activities proposed in the books allowed us to categorize them into: identification, calculation, composition/decomposition, enlargement/reduction and explanation. It was noticed that the most emphasized categories are identification and calculation, highlighting signs of a traditional teaching model. Composition/decomposition activities, as well as expansion/reduction essential to the development of geometric thinking, were little explored. Regarding Problem Solving, it can be said that the option is to teach problem solving, even if official documents indicate that the problem must be at the beginning of the mathematical activity. |